Learning Gaps in the Mole Concept: A Conceptual Understanding- Based Analysis

This study examined the least learned competencies in the mole concept among 50 Senior High School STEM students at Sta. Filomena–Iligan City East National High School using a teacher-developed, content-validated 30-item diagnostic test aligned with the Department of Education Senior High School Science Curriculum Guide. Descriptive quantitative analyses—including mean scores, standard deviations, Mean Percentage Scores (MPS), frequency distributions, and mastery-level interpretations— were used to measure student performance. Results showed that 72% of the students were classified under Did Not Meet Expectation, with a mean score of 14.63 (SD = 5.84), indicating an overall MPS below the 75% mastery benchmark. The least learned competencies were calculating the molar mass of elements and compounds (MPS = 27, Not Mastered) and applying molar volume of gases at STP (MPS = 39, Not Mastered). Other weak areas included converting mass–mole–particle quantities, applying mole ratios, solving real-life and multi-step mole problems, and relating mole to mass using molar mass (MPS = 56– 58, Least Mastered). Students showed better performance in using Avogadro’s number (MPS = 61) and explaining the mole as a unit of measurement (MPS = 77.33, Nearly Mastered). The results suggest that many students struggle because the difficult competencies require multiple calculation steps, stronger math skills, and connecting symbols, numbers, and ideas, which increases mental effort. In contrast, students find basic concepts and definitions easier to recall. This study serves as a performancediagnostic investigation that helps identify learning gaps and supports improvement in teaching approaches. Future studies may test specific instructional strategies designed to strengthen students’ quantitative skills and understanding of the mole concept.

Diagnostic Assessment, Chemistry Education

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